URIteacherknowledge - DSchnell Day 5

State Standards (GSE's):

Life Science GSEs:

LS2 - Matter cycles and energy flows through and ecosystems.

LS2 (9-11) -3
Students demonstrate an understanding of equilibrium in an ecosystem by …
3a defining and giving an example of equilibrium in an ecosystem.
3b describing ways in which humans can modify ecosystems and describe and predict the potential impact (e.g. human population growth; technology; destruction of habitats; agriculture; pollution; and atmospheric changes).

Example Extension(s)
LS2 (Ext) - 3
Students demonstrate an understanding of equilibrium in an ecosystem by …
3bb researching and citing evidence of global warming to describe the potential impact on both the living and physical systems on Earth.

Context of Lesson:

This is the last lesson in a series of lessons focusing on the Human Impact on Natural Resources. This lesson plan focuses on the Human Impact on Water Resources. First, students get a chance to calculate their daily water usage, to see how dependent humans are on our water resource and why it is so important to prevent water pollution. Second, students identify, and compare and contrast the differences between the two main types of water pollution, point sources and non point sources. Students then investigate various samples of water, testing if they are safe to drink or not, by completing the, "Is your Water Clean?" Lab. After this lesson, students will have an understanding of the human dependency on water, types of water pollution, and will investigate if water samples are safe for consumption or not.

Opportunities to Learn:

Depth of Knowledge

Webbs Level 1 - Conduct basic mathematical calculations.
Webbs Level 2 - Organize, represent, and interpret data.
Webbs Level 3 - Identify research questions and design investigations for a scientific problem.

Prerequisite Knowledge

Students need to have some understanding of natural resources, and the different types (renewable and nonrenewable). These topics will have already been covered in the previous chapters.

Plans for Differentiating Instruction

I will be walking around monitoring group work. Throughout this, I will be available to help answer student's questions and guide students to come to the correct conclusion.
Discussion and guiding questions will be adjusted accordingly and as needed for individuals struggling.
Students will be able to quietly work in pairs if they are struggling answering the questions.
Enrichment: After conducting the Geo Lab where students estimate their daily water usage and make recommendations on ways they can reduce the total amount of water usage each day, I would have students utilize the recommendations and record the daily water usage. I would ask the students if utilizing these recommendations had an effect on their daily water usage, how much, and why.

Accommodations and modifications

I will be available to work with students in groups or one on one, to help guide the student to understand the topic.
Students who are having trouble seeing the overhead/smart board, will be able to move their seats closer to see better.
Students with poor hearing and/or vision will be given preferential seating, near the front of the classroom.
Students with behavioral management problems will be seated away from students that distract him/her, and placed near the front of the classroom.
If for some reason, a student needs more time to complete an assessment, a test for example, the student can come after school.
If a student has an IEP, the modifications and accommodations will be followed as explained on the student's IEP.

Environmental factors

The classroom is organized into three rows of four tables, with 2 students at every table.
When students needs to work with a partner, the will work with the person next to them.
When students need to work in a group, they will work with the table in back of them, to form groups of four.
The Smart Board is located in the center of the front of the room. Every student can see the Smart Board where they sit in the classroom.

Materials

Sheets of white paper to create Foldable
Copies of the "Is your Water Clean?" Lab packets
Lab Materials
- goggles
- waterproof gloves
- phosphate test kit
- coliform test kit
- pH paper
- data sheets
- microscopes
- water samples
- methyl alcohol
- glass containers
- elctronic sensor electrodes to test for conduction

Objectives:

Students will calculate their daily water usage and construct vaires ways they can reduce their water consumption each day.
Students will organize, and compare and contrast the two main types of water pollution: point sources and nonpoint sources.
Students will investigate water samples and test their drinkability, by conducting a "Is your Water Clean?" Lab.

Instruction:

Opening:

Self Directed Opening Activity:
- Water Pollution Picture
- Students will be directed to look at the picture posted on the smart board, and answer some questions in their science notebooks independently and quietly. I will give students about 5 minutes to complete this activity, while I take attendance and check homework from the night before.
- The questions that correlate with the picture are:
  - Even though this picture is taken in a country far from ours, does this affect us and our drinking water?
  - Why do you think it is important to fight water pollution on a global front?
  - Does this affect other organisms beside us humans? How?
Sharing:
- Students will have a chance to share their responses to this picture and the questions, at this time. Students will have a brief discussion about the topic of water pollution, drawing upon what they read last night for homework and their prior knowledge. This class discussion will get them prepared for the rest of the today's lesson.
Segue to Engagement:
- I will write the following questions on the board and ask the class these questions: "Why is it important for us to learn about water pollution and how to prevent it? What can you and I do to conserve water and reduce water pollution?"
- I will also tell the students our goals for today and write them on the white board, "Today we will: 1) Complete a Geo Lab in their books on page 699, entitled "Monitor Daily Water Usage." 2) Create a Foldable that organizes Sources of Water Pollution into Point Sources and Nonpoint Sources. 3) Complete the "Is your Water Clean?" Lab.

Engagement:

Activity 1 - Complete Geo Lab "Monitor Daily Water Usage" p. 699 in books:
- Students will be asked to complete p.699 in their books. This lab, asks the student to think about how much water they use every day. The lab gives students a data table, with a variety of water usage activities in it, and the estimated amounts of water each activity uses. Students are to complete the table, and estimate their daily, then weekly water usage. This is to get students to see how much we rely on water throughout our everyday lives, and why it is important to keep it from getting polluted. After the completion of the table, students will be instructed to answer the following questions:
  - For what purposes did you use the most water? Was this the same for all your classmates?
  - Predict how this water usage might change during the seasons.
  - Recommend at least two ways you could reduce the amount of water you use each day.

Activity 2 - Create a Foldable that organizes Sources of Pollution into Point Sources and Nonpoint Sources:
- Students will be given verbal instructions on how to create this Foldable, which will also serve as a study organizer for the test. I will model how to create the Foldable, and students will follow along. The Foldable has students organize, and compare and contrast the two main types of water pollution.
  - Step 1: Fold a sheet of paper in half from top to bottom
  - Step 2: Fold in half again, from left to right.
  - Step 3: Unfold once and cut along the fold line of the top flap to make two tabs.
  - Step 4: Label the tabs Point Sources and Nonpoint Sources.
  - Step 5: Use your book (the reading you completed for homework the night before) to fill in the tabs.
  - For students that need additional help/support on creating this foldable can turn to page 733 in their books, which illustrates and describes each step.
- After creating the folable as a class, I will instruct students to work with the partner next to them and quietly fill in each tab, being sure to explain each type of pollution and give examples. After about 10-15 minutes, students should be able to explain the two main types of water pollution and give examples of each. This will serve as a study organizer, when students are studying for the test.

Activity 3 - "Is your Water Clean?" Lab
- Students will be given the "Is your Water Clean?" lab. Together as a class we will read the introduction, materials list, objectives, and procedure for the lab. This is where students are encouraged to ask any questions they may have. Because this is an Honors course, I expect the students to be able to set up and complete the lab, mostly on their own, using the procedure in the lab packet as their guide. I do intent though, on giving the students a quick "Pre-Lab", which will contain instructions, a demo of what they will be doing, and clarifying any misconceptions or things I feel may be confusing about the lab. I will be monitoring the classroom, and performing all the duties the teacher is responsible for when a lab is taking place. I will be helping students and assisting them wherever necessary. The lab can be found at Is your Water Clean? Lab and is available as a PDF file Lab PDF. I think this lab is a great, hands-on, inquiry based activity that the students will find interesting and pertaining to them. I will have all the materials and microscopes set up prior to class. Students will be responsible for following the Lab Safety Rules that we discussed at the beginniing of the year. Also, students will be expected to clean their lab area and put away all materials properly after finishing the lab. If students did not finish the conclusion questions, this will be their homework due next class.

Closure:

To close this lesson, I want to first go over what we did today, by asking the students, "What did we do today? Did we complete the goals written on the board?"
I will ask students the same questions I asked at the beginning of the class, and that are still written on the board, "Why is it important for us to learn about water pollution and how to prevent it? What can you and I do to conserve water and reduce water pollution?" Hopefully after the activities students completed today, they will be able to better answer these questions than they did at the beginning of class.
I will assign the homework verbally, and write the homework on the "Homework Board", "Complete the 'Is your Water Clean?' Lab...if you have not already."

Assessment:

The assessment for this lab will be the "Is your Water Clean?" Lab. Next class, I will collect the lab packets, which should be filled in with their data and the conclusion questions answered, using their data as evidence. This will be graded and counted as a lab grade.

DSchnell Day 5